Ben is a doctoral student in English Education. He holds a MA in English Language and Literature from New Mexico Highlands University and BAs in English and French Language and Literature from the University of Memphis. Prior to attending TC, he was the Assistant Coordinator of Academic Enrichment Programs and an Instructor of English at NMHU. There, he assisted in design and implementation of an Honors Program, courses for developmental students, Writing in the Disciplines, and taught and integrated syllabi for Learning Communities of courses linked by subject. His teaching and research interests primarily relate to the design and teaching of courses using popular culture-'"comics, video games, film, internet technologies, etc. In addition to academic writing, Ben has experience with grant proposals, op-eds, and creative writing.
John "Martey" Young, earned his doctorate in Giftedness in the Department of Curriculum and Teaching at Columbia University Teachers College. He received his Bachelor's degree in African American Studies and Mathematics from Oberlin College, a Master of Arts in Teaching degree in Secondary Mathematics Education from Emory University and a Degree of Advanced Graduate Study in Gifted Education from Howard University. A veteran former teacher from the District of Columbia Public Schools (DCPS), John was a two time DCPS finalist in the National Teacher of the Year competition and twice nominated for the Presidential Award for Excellence in Mathematics Teaching. He has won a Spencer Foundation Research Grant, the Lydia Donaldson Tutt-Jones Memorial Research Grant, the Teachers College President's Grant for Research in Diversity and the Betty Fairfax Professional Development Grant for his research. John has also won numerous awards for his community service. Currently, he mentors four African American young men and one young woman and is an avid body builder, fitness trainer, patron of the arts and humanities and community activist. He is also founder of Wise Advisement, a consulting organization that assists students, especially African American males from economically challenged families, pursue academic excellence in the most rigorous, scholastic courses available.
Timothy holds a doctorate in Theatre & Performance Studies from Bowling Green State University. He is currently an Ed.M. student in the Adult Learning & Leadership program. His graduate coursework includes communications, performance studies, theatre, historiography, philosophy, and adult education. His performance and book reviews have appeared in Theatre Journal. He has taught courses in public speaking, acting, film studies, and playwriting as a graduate assistant and adjunct instructor.